Pub Date : 2019-01-30DOI: 10.17161/iallt.v19i3-4.9174
J. Tanner, Phil Richardson
With or without electronic language laboratories, Americans seem convincedthat they cannot learn foreign languages. Foreigners do not seem to share thispeculiarly American phobia. They not only think they can learn English, but they alsoare responsible for the growing number of university-sponsored English as a Secondlanguage (ESL) programs. Since many ESL programs have a required lab component,a case-study approach to one such lab requirement could give valuable insight intothe effectiveness of mandatory ESllaboratory study and ways to improve it.Seventy-five ESL students in five levels were observed during required lab studyunder three conditions: (1) working independently with commercial ESL audio tapeprograms; (2) working independently with lab-specific audio tape programs, namelyexercises with instructions tailored to the electronic labs being used; and (3)lab-specific tape programs in a controlled lab environment, that is, an instructor atthe console monitoring and correcting students.The results clearly suggest that maximum improvement in lab study effectivenessoccurs in a controlled lab environment, namely with an instructor at the console--aninstructor who works actively with the students, monitors their progress, and correctstheir mistakes.
{"title":"Improving Electronic Laboratory Study in English as a Second Language Programs","authors":"J. Tanner, Phil Richardson","doi":"10.17161/iallt.v19i3-4.9174","DOIUrl":"https://doi.org/10.17161/iallt.v19i3-4.9174","url":null,"abstract":"With or without electronic language laboratories, Americans seem convincedthat they cannot learn foreign languages. Foreigners do not seem to share thispeculiarly American phobia. They not only think they can learn English, but they alsoare responsible for the growing number of university-sponsored English as a Secondlanguage (ESL) programs. Since many ESL programs have a required lab component,a case-study approach to one such lab requirement could give valuable insight intothe effectiveness of mandatory ESllaboratory study and ways to improve it.Seventy-five ESL students in five levels were observed during required lab studyunder three conditions: (1) working independently with commercial ESL audio tapeprograms; (2) working independently with lab-specific audio tape programs, namelyexercises with instructions tailored to the electronic labs being used; and (3)lab-specific tape programs in a controlled lab environment, that is, an instructor atthe console monitoring and correcting students.The results clearly suggest that maximum improvement in lab study effectivenessoccurs in a controlled lab environment, namely with an instructor at the console--aninstructor who works actively with the students, monitors their progress, and correctstheir mistakes.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134283222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-30DOI: 10.17161/IALLT.V48I0.8577
Daniel K. Bates, Rob A. Martinsen, Gregory L. Thompson
Exciting advances in technology have provided foreign language teachers with opportunities to connect students to native speakers of target languages. Much of the research in this area focuses on changes in proficiency or cultural sensitivity. Although valuable, the research is lacking in understanding students’ experiences online, including positive and negative feelings, challenges, as well as students’ overall opinions of the exchanges’ usefulness for learning. The present study used a mixed methods approach to examine the experiences of third-semester university students participating in online language exchanges with native speakers. A third-semester Spanish class at a large university consisting of 18 students was selected as a sample. Students were required to speak online with native Spanish speakers in the target language for 20 minutes each week. Students completed weekly surveys and a final survey, and three students were selected for semi-structured interviews. The data reveal common struggles that students face during online exchanges, methods students use for coping with these difficulties, areas of perceived growth, and social factors that affect students’ experiences. The article concludes with recommendations for what foreign language educators can do to support students in similar online exchanges.
{"title":"Digital Connections: Student Experiences in Online Language Exchanges","authors":"Daniel K. Bates, Rob A. Martinsen, Gregory L. Thompson","doi":"10.17161/IALLT.V48I0.8577","DOIUrl":"https://doi.org/10.17161/IALLT.V48I0.8577","url":null,"abstract":"Exciting advances in technology have provided foreign language teachers with opportunities to connect students to native speakers of target languages. Much of the research in this area focuses on changes in proficiency or cultural sensitivity. Although valuable, the research is lacking in understanding students’ experiences online, including positive and negative feelings, challenges, as well as students’ overall opinions of the exchanges’ usefulness for learning. The present study used a mixed methods approach to examine the experiences of third-semester university students participating in online language exchanges with native speakers. A third-semester Spanish class at a large university consisting of 18 students was selected as a sample. Students were required to speak online with native Spanish speakers in the target language for 20 minutes each week. Students completed weekly surveys and a final survey, and three students were selected for semi-structured interviews. The data reveal common struggles that students face during online exchanges, methods students use for coping with these difficulties, areas of perceived growth, and social factors that affect students’ experiences. The article concludes with recommendations for what foreign language educators can do to support students in similar online exchanges.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130070913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-17DOI: 10.17161/iallt.v34i1.8348
Claire L. Malarte-Feldman
In July 1999, along with twelve colleagues from the University of New Hampshire (five in the College of Liberal Arts), I was invited to participate in the UNH Blackboard Project, a program that is part of a larger initiative sponsored by a partnership between the UNH Library and UNH Computing and Information Services. The goal of this partnership is to provide technical support to faculty who want to explore Internet technologies and incorporate them into their courses. More specifically, the goal of the UNH Blackboard Project in its initial phase was to prepare a number of Web sites to support courses for the Fall semester of the Academic Year (AY} 1999-2000, usingcourse-managementsoftwarecalled Blackboard (formerly Courselnfo ), produced and marketed by Blackboard lnc.1 Online education has revolutionized the teaching methods of a good number of educators who use Internet technologies to communicate and collaborate with their students in an educational context. With a program like Blackboard, traditional methods of teaching and learning are supplemented with Webbased components and virtual forms of communication.
{"title":"French on the Blackboard ... No More Chalk on the Fingers: French Courses on a High-Tech Blackboard","authors":"Claire L. Malarte-Feldman","doi":"10.17161/iallt.v34i1.8348","DOIUrl":"https://doi.org/10.17161/iallt.v34i1.8348","url":null,"abstract":"In July 1999, along with twelve colleagues from the University of New Hampshire (five in the College of Liberal Arts), I was invited to participate in the UNH Blackboard Project, a program that is part of a larger initiative sponsored by a partnership between the UNH Library and UNH Computing and Information Services. The goal of this partnership is to provide technical support to faculty who want to explore Internet technologies and incorporate them into their courses. More specifically, the goal of the UNH Blackboard Project in its initial phase was to prepare a number of Web sites to support courses for the Fall semester of the Academic Year (AY} 1999-2000, usingcourse-managementsoftwarecalled Blackboard (formerly Courselnfo ), produced and marketed by Blackboard lnc.1 Online education has revolutionized the teaching methods of a good number of educators who use Internet technologies to communicate and collaborate with their students in an educational context. With a program like Blackboard, traditional methods of teaching and learning are supplemented with Webbased components and virtual forms of communication.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115549596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-30DOI: 10.17161/IALLT.V47I1.8564
Sangeetha Gopalakrishnan
{"title":"From the President of IALLT","authors":"Sangeetha Gopalakrishnan","doi":"10.17161/IALLT.V47I1.8564","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8564","url":null,"abstract":"","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131678738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8566
Benjamin Thanyawatpokin
In recent years, video games have slowly been gaining more traction as a learning tool in the academic world. Evidence has been shown that video games can be used as tools to support language acquisition. However, studies, which focus on single-player games and their use outside of a classroom environment, are still sparse. This paper investigates single-player video games and their effect on University student reading and vocabulary comprehension in a mixed-method study. The participants in the study included a treatment group of nine second-year university students and a control group of ten second-year university students. All the students were volunteers from the same program and came from the same university. Data taken included vocabulary size and word recognition tests followed by a reading rate and reading comprehension test. In addition to this data, qualitative data in the form of interviews were included to support the findings of the reading and vocabulary tests. Over two months, data taken from subjects suggests reading rate, reading comprehension, and word recognition speeds showed a statistically significant rise. On the other hand, vocabulary size scores showed the treatment group had lower vocabulary sizes. In addition, the diaries show evidence that repeated incidental encounters with the same word and phrase may have played a part in the above-mentioned benefits. Motivation to play the game was also upheld throughout the two months according to the qualitative data. The data suggest that certain dimensions of reading and vocabulary comprehension such as word recognition speed and reading speed can be developed by using video games as a learning support tool.
{"title":"Changes in Lexical and Reading Proficiency Through English Input from Video Games","authors":"Benjamin Thanyawatpokin","doi":"10.17161/IALLT.V47I1.8566","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8566","url":null,"abstract":"In recent years, video games have slowly been gaining more traction as a learning tool in the academic world. Evidence has been shown that video games can be used as tools to support language acquisition. However, studies, which focus on single-player games and their use outside of a classroom environment, are still sparse. This paper investigates single-player video games and their effect on University student reading and vocabulary comprehension in a mixed-method study. The participants in the study included a treatment group of nine second-year university students and a control group of ten second-year university students. All the students were volunteers from the same program and came from the same university. Data taken included vocabulary size and word recognition tests followed by a reading rate and reading comprehension test. In addition to this data, qualitative data in the form of interviews were included to support the findings of the reading and vocabulary tests. Over two months, data taken from subjects suggests reading rate, reading comprehension, and word recognition speeds showed a statistically significant rise. On the other hand, vocabulary size scores showed the treatment group had lower vocabulary sizes. In addition, the diaries show evidence that repeated incidental encounters with the same word and phrase may have played a part in the above-mentioned benefits. Motivation to play the game was also upheld throughout the two months according to the qualitative data. The data suggest that certain dimensions of reading and vocabulary comprehension such as word recognition speed and reading speed can be developed by using video games as a learning support tool.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"46 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125699480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8565
S. Rocca
This paper follows up on Rocca (2015a), providing additional new data from the experimental group in seventh grade. This is a small-scale study that comes under the purview of participant observation research. The continuation of the study for another year evened out the comparison between the two groups and dispelled concerns about vitiating variables affecting participant behavior, such as Hawthorne effect and novelty effect. The control group in sixth and seventh grade was compared to the experimental group in the same two grades. Both groups shared the same curriculum, the same teacher and the same amount of teaching periods. However, they differed in class size, with the experimental group being almost double the size of the control group, and most importantly, the equipment of iPads for the experimental group, which belonged to the school-sponsored 1:1 program. Results show that the iPadded group, generally using ‘Notability’, performed at a higher level for two consecutive years across the four language skills, especially in aural-oral skills where a ceiling effect was also observed. In general, the utilization of the mobile technology transformed classroom practices, enhancing the input the students were exposed to as well as the output they produced, empowering them with tools to control and monitor their work. The conclusion argues that technology plays a role in making both teaching and learning more mobile and therefore more sustainable.
{"title":"To iPad or not to iPad: Mobile Language Learning with Middle-School Children","authors":"S. Rocca","doi":"10.17161/IALLT.V47I1.8565","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8565","url":null,"abstract":"This paper follows up on Rocca (2015a), providing additional new data from the experimental group in seventh grade. This is a small-scale study that comes under the purview of participant observation research. The continuation of the study for another year evened out the comparison between the two groups and dispelled concerns about vitiating variables affecting participant behavior, such as Hawthorne effect and novelty effect. The control group in sixth and seventh grade was compared to the experimental group in the same two grades. Both groups shared the same curriculum, the same teacher and the same amount of teaching periods. However, they differed in class size, with the experimental group being almost double the size of the control group, and most importantly, the equipment of iPads for the experimental group, which belonged to the school-sponsored 1:1 program. Results show that the iPadded group, generally using ‘Notability’, performed at a higher level for two consecutive years across the four language skills, especially in aural-oral skills where a ceiling effect was also observed. In general, the utilization of the mobile technology transformed classroom practices, enhancing the input the students were exposed to as well as the output they produced, empowering them with tools to control and monitor their work. The conclusion argues that technology plays a role in making both teaching and learning more mobile and therefore more sustainable.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127564786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8569
Theresa Schenker, S. Young, D. Malinowski
Our article presents the case of ePortfolio use for university-level language learners in foreign, second, and heritage (L2) language classes. It outlines the multi-year initiative of a language center in a private university in the Northeastern U.S. to introduce and support the use of ePortfolios in language classes across its campus. The article takes the form of a narrative in two parts, and in two voices. First, the authors outline the rationale, stages of planning, faculty training initiatives, and technical considerations from the vantage point of the language center’s ePortfolio initiative. The second narrative portrays how this ePortfolio initiative took shape in one semester of an Advanced German course. There, the instructor experimented with ePortfolios to showcase students’ language skills and intercultural achievements, while cultivating their digital literacy. We argue that the potential for students to take ownership over their ePortfolios as tools for deeper academic and personal development resides significantly with their instructor’s pedagogical assumptions and approaches. Further, we suggest that language learners’ sustained and deeper use of ePortfolios can be best supported not by a single classroom instructor acting alone, but through coordinated pedagogical, administrative, and technological support across the institution.
{"title":"Navigating institutional teaching culture in implementing language ePortfolios","authors":"Theresa Schenker, S. Young, D. Malinowski","doi":"10.17161/IALLT.V47I1.8569","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8569","url":null,"abstract":"Our article presents the case of ePortfolio use for university-level language learners in foreign, second, and heritage (L2) language classes. It outlines the multi-year initiative of a language center in a private university in the Northeastern U.S. to introduce and support the use of ePortfolios in language classes across its campus. The article takes the form of a narrative in two parts, and in two voices. First, the authors outline the rationale, stages of planning, faculty training initiatives, and technical considerations from the vantage point of the language center’s ePortfolio initiative. The second narrative portrays how this ePortfolio initiative took shape in one semester of an Advanced German course. There, the instructor experimented with ePortfolios to showcase students’ language skills and intercultural achievements, while cultivating their digital literacy. We argue that the potential for students to take ownership over their ePortfolios as tools for deeper academic and personal development resides significantly with their instructor’s pedagogical assumptions and approaches. Further, we suggest that language learners’ sustained and deeper use of ePortfolios can be best supported not by a single classroom instructor acting alone, but through coordinated pedagogical, administrative, and technological support across the institution.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133576469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8570
K. Murphy-Judy, Marlene Johnshoy
This paper describes findings from recent national surveys on online language education (OLE) within a broader context of national surveys of post-secondary online education and world language enrollments. The surveys discussed and compared are the 2012 CARLA Survey by Johnshoy and BOLDD Surveys by Murphy-Judy (2014 & 2015). The findings reported here include: types and sizes of institutions; demographics of the teaching corps (CARLA data only); and, the mix of languages and levels. This work aims to provide useful information on online language education as it emerges as an important field in world language teaching and learning in the 21 st century.
{"title":"Who’s Teaching Which Languages Online? A Report Based on National Surveys","authors":"K. Murphy-Judy, Marlene Johnshoy","doi":"10.17161/IALLT.V47I1.8570","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8570","url":null,"abstract":"This paper describes findings from recent national surveys on online language education (OLE) within a broader context of national surveys of post-secondary online education and world language enrollments. The surveys discussed and compared are the 2012 CARLA Survey by Johnshoy and BOLDD Surveys by Murphy-Judy (2014 & 2015). The findings reported here include: types and sizes of institutions; demographics of the teaching corps (CARLA data only); and, the mix of languages and levels. This work aims to provide useful information on online language education as it emerges as an important field in world language teaching and learning in the 21 st century.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128476696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8567
María Isabel Charle Poza
This study sought to identify the language-learning strategies employed by learners of Spanish while posting entries to a class blog. The project consisted of the development of a blogging activity and its implementation in an Intermediate Spanish course. In accordance with the literature’s recommendations about language-learning-strategy assessment, the study employed an actual-task strategy questionnaire which included open-ended questions, along with a checklist to identify the strategies used by participants while completing the blogging task. The analysis of the data revealed that participants employed a variety of strategies while posting their entries to the class blog. The most prevalent was the use of previous knowledge, which was mainly reflected in the choice of topic for blog entries made by participants. Participants also used the task-based strategy of re-wording and rephrasing to simplify the language and turned to available resources such as a Spanish-English dictionary, their textbook, the Internet, and help from friends or classmates. Additionally, participants used the metacognitive strategies of monitoring and evaluation to ensure the quality of their posts, coupled with the task-based strategy of applying general grammatical rules to specific blogging problems. Finally, the data analysis revealed that, contrary to the findings of previous research, students had some awareness of the existence of strategies that they could use to facilitate the blogging task.
{"title":"An Investigation of Language-Learning Strategies in a Blogging Task","authors":"María Isabel Charle Poza","doi":"10.17161/IALLT.V47I1.8567","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8567","url":null,"abstract":"This study sought to identify the language-learning strategies employed by learners of Spanish while posting entries to a class blog. The project consisted of the development of a blogging activity and its implementation in an Intermediate Spanish course. In accordance with the literature’s recommendations about language-learning-strategy assessment, the study employed an actual-task strategy questionnaire which included open-ended questions, along with a checklist to identify the strategies used by participants while completing the blogging task. The analysis of the data revealed that participants employed a variety of strategies while posting their entries to the class blog. The most prevalent was the use of previous knowledge, which was mainly reflected in the choice of topic for blog entries made by participants. Participants also used the task-based strategy of re-wording and rephrasing to simplify the language and turned to available resources such as a Spanish-English dictionary, their textbook, the Internet, and help from friends or classmates. Additionally, participants used the metacognitive strategies of monitoring and evaluation to ensure the quality of their posts, coupled with the task-based strategy of applying general grammatical rules to specific blogging problems. Finally, the data analysis revealed that, contrary to the findings of previous research, students had some awareness of the existence of strategies that they could use to facilitate the blogging task.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115018352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-17DOI: 10.17161/IALLT.V47I1.8568
M. Ebsworth, Tommy B. McDonell, Anthony J. Defazio, Chencen Cai
This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learners’ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants.
{"title":"Hypertext versus footnotes: High School English Learners’ Online Reading Recall","authors":"M. Ebsworth, Tommy B. McDonell, Anthony J. Defazio, Chencen Cai","doi":"10.17161/IALLT.V47I1.8568","DOIUrl":"https://doi.org/10.17161/IALLT.V47I1.8568","url":null,"abstract":"This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learners’ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants.","PeriodicalId":366246,"journal":{"name":"The IALLT Journal of Language Learning Technologies","volume":"459 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122167018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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